WHAT THE EXPERTS SAY....
THE IMPORTANCE OF PROJECT-BASED LEARNING IN SCHOOL
Comment by DANIEL SABATO, Deputy Head Academic at St Albans School, Hertfordshire I
n an era defined by rapid changes in the workplace and complex global challenges that require collaborative solutions with a range of different stakeholders, there is a strong case to be made for the evolution of assessment in schools. It is entirely reasonable to suggest, therefore, that education must evolve beyond traditional rote learning for the sake of examinations. Proponents of examinations will cite them as the
most equitable form of assessment; looking back at the Covid adjustments with trepidation, however, some educators would also consider our current system of assessment to be deeply flawed. While no system is perfect, schools must consider what opportunities currently exist outside of traditional forms of assessment that enable students to think critically, solve problems creatively, and lead with confidence. In the context of modern society, these skills are no longer optional, they are essential. Project-based learning (PBL) offers a powerful framework for developing these skills, positioning students to thrive in a world where adaptability and innovation are paramount. Project-based learning shifts the focus from passive knowledge acquisition to active engagement. Instead of memorising facts for exams, students tackle real-world problems, applying concepts across disciplines. This approach nurtures critical thinking because students
must analyse, evaluate, and synthesise information to create meaningful solutions. Moreover, project-based learning mirrors the collaborative nature of modern workplaces. Students learn to work in teams, manage time effectively, and communicate ideas clearly – skills that employers consistently rank as vital for future success.
Leadership through learning
Leadership is not taught through lectures; it is cultivated through experience. When students take ownership of a project; for example, by designing a sustainable product, organising a community initiative, or developing a digital solution, they are learning to lead. They must set goals, delegate tasks, and navigate setbacks. These experiences build confidence and teach the value of empathy and collaboration – all hallmarks of effective leadership.
Schools increasingly recognise this need, embedding projects into the curriculum and creating opportunities for students to explore issues that matter to them. From climate change to social justice, these projects empower young people to see themselves as agents of change. The advantages of project-based approaches are clear: students develop a deeper understanding because they are active in the learning process, connecting theory to practice and making learning more meaningful. Students will also develop newfound skills in research, planning, and presentation which are honed through real-life scenarios. Having greater choice and autonomy will also increase motivation, reducing the disengagement often seen in traditional examinations-based models of assessment. Likewise, working in teams fosters interpersonal skills, confidence, leadership and collaboration. Of course, these benefits extend beyond academic achievement. Students will also develop a mindset that sees setbacks as a fundamental part of the learning process.
What might this look like in practice?
Project-based learning can also work alongside more traditional forms of assessment. Like most schools adopting this approach, we are not advocating for the complete re-writing of curricula and assessment to incorporate a move away from traditional norms. We recognise that the current system requires examination, and that there are benefits to learning within this process. With that in mind, we see project-based learning as being complementary to the other forms of pedagogy and assessment currently deployed in schools, for all of the reasons mentioned above.
Ultimately, a successful programme of project-based learning requires careful thought and design. Projects should be challenging yet achievable, with clear milestones and opportunities for reflection. Assessment can combine written reports, presentations, and practical outcomes, ensuring a holistic view of progress.
For younger learners, small-scale projects should run alongside core subjects, perhaps as a termly initiative. Teachers would act as mentors, guiding research and encouraging creativity. Digital platforms could support collaboration, enabling students to share ideas and track progress. Importantly, projects should connect to real-world contexts, partnering with local businesses, charities, or universities can add authenticity and inspire ambition.
As we prepare students for an unpredictable future, education must prioritise adaptability, creativity, and leadership. Project-based learning is not a passing trend; it is a response to the demands of the 21st century. By embedding projects into the curriculum from an early age, we can equip young people with the skills and mindset to lead with confidence and purpose.
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www.education-today.co.uk January 2026
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